1 of 20

Assessment Framework Overview��Jamie Hurley

CDE Office of Standards and Instructional Support

2 of 20

Objectives

Identify a framework for creating an assessments for health education.

Connect an assessment framework to the skills progression framework to explore how to teach key health skills.

3 of 20

What outcomes are we looking for in Health Education?

Maintain positive health behaviors

Change unhealthy behaviors

Delay onset of use or experimentation with risky/unhealthy behaviors

4 of 20

Health Concepts/ Knowledge

​

Health Skills

​

⅓ : ⅔

5 of 20

Identifying the concepts and skill needed to address the health behavior outcome

6 of 20

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

 

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Students will demonstrate the ability to use decision-making skills to enhance health.

Students will demonstrate the ability to use goal-setting skills to enhance health.

Students will demonstrate the ability to access valid information and products and services to enhance health.

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks.

Students will demonstrate the ability to advocate for personal, family and community health.

7 of 20

Identify the Healthy Behavior Outcome (HECAT).

7

8 of 20

Identify the Healthy Behavior Outcome (HECAT).

9 of 20

Introduction

Step 5:

Revise Based on Experience

Step 3:

Create Evidence of Learning Assessments

Step 4:

Create other forms of Assessment

Step 2:

Create Performance Assessment

Step 1:

Identify Essential Learnings

At a minimum identify the behavioral outcome, what students should know and be able to do to address the identified behavioral outcomes

Designing Student Assessments

Formative Diagnostic

Formative Evidence of Progress

Performance Assessment

Evidence of Learning Assessment

Determine Assessment Criteria

Revise Based on Experience

10 of 20

Assessment Development

11 of 20

Content and Skills Development Progression

Introduction

    • Explain the purpose of the skill/strategy and how it will benefit their lives
    • Introduce functional knowledge that will lead towards mastery of the skill/strategy
    • Provide a step by step overview of the skill/strategy
    • Model the skill
    • Provide scenarios and examples for student to analyze and practice

Reinforcement/Practice

    • Review the steps of the skill
    • Provide students with opportunities to practice the skill
    • Provide constructive feedback to students related to the skill
    • Re-teach for misconception or areas of trouble

​

Mastery/Proficiency

    • Provide students with challenging opportunities to practice the skill/strategy (build self efficacy in using the skill)
    • Provide reinforcement in other school settings/subject areas
    • Provide opportunities for self-reflection; personal application; opportunities for students to make it their own when using the skill/strategy

12 of 20

Assessment Across the Progression

Formative Diagnostic

Formative Evidence of Progress

Performance Assessment

Evidence of Learning Assessment

Introduction

Reinforcement/Practice

Mastery/Proficiency

13 of 20

Formative Assessment Diagnostic

Formative Diagnostic

Prior to Introduction

    • Assess student’s current knowledge and attitudes
    • Check for student’s knowledge level of the skill/strategy
    • Make adjustment to unit based on diagnostic assessments
    • Pre-test
    • Short Answer
    • Short Constructed Response
    • Myth vs fact
    • Mind Maps
    • 3-2-1
    • Student Survey
    • Graffiti Wall
    • KWL
    • Target Learning Scale
    • KWL
    • Alternative Version of Summative Assessment

14 of 20

Evidence of Progress

Formative Evidence of Progress

Reinforcement/Practice

    • Assessment for learning
    • Formative assessments for knowledge and skills/strategy usage
    • Assess progress towards summative assessments
    • Provide a structure for peer, self and teacher feedback
    • Look for misconceptions
    • Not graded

​

    • Exit Tickets
    • “Thumbs-up/thumbs-down”
    • Skills checks
    • Observations
    • Oral questioning
    • Short answer
    • Quizzes
    • Peer assessments
    • Short Constructed Responses

15 of 20

Evidence of Learning Assessment

    • “Assessment of Learning”
    • Evaluative –used for grading
    • Can be used to determine if a student has met the standard.
    • Graded
    • Formal assessment
    • Students know the criteria for success

​

    • Observations / Dialogue
    • Academic Prompts
    • Graded quizzes /tests/ final exam
    • Short Constructed Response
    • Extended Constructed Responses
    • Skills Check

​

Evidence of Learning Assessment

Reinforcement/Practice

16 of 20

Performance Assessment

    • Performance tasks (real life simulation)
    • Culminating projects
    • Work portfolios
    • Self reflection

​

Performance Assessment

Mastery/Proficiency

    • Summative assessment for mastery of knowledge of skills/strategies usage (may be throughout a unit)
    • Performance Assessment Task
    • Include summaries and self reflection to assess knowledge and skills
    • Compare and contrast attitudes from the diagnostic assessment
    • Evaluate – used for grading “Photo Album”

17 of 20

Content and Skills Development Progression with Assessment

Prior to Introduction

    • Assess student’s current knowledge and attitudes
    • Check for student’s knowledge level of the skill/strategy
    • Make adjustment to unit based on diagnostic assessments

Reinforcement/Practice

    • Formative assessments for knowledge and skills/strategy usage
    • Provide a structure for peer, self and teacher feedback
    • Look for misconceptions

​

Mastery/Proficiency

    • Summative assessment for mastery of knowledge of skills/strategies usage (may be throughout a unit)
    • Performance Assessment Task
    • Include summaries and self reflection to assess knowledge and skills
    • Compare and contrast attitudes from the diagnostic assessment
    • Evaluate – used for grading “Photo Album”

Formative Summative

18 of 20

Health Education Assessment Beyond the Unit

Formative Summative

Beginning of the course or sequence of courses

    • Assess student’s current knowledge and attitudes
    • Check for student’s knowledge level of the skill/strategy
    • Make adjustment to unit based on diagnostic assessments

Unit Level

    • Assess student current unit knowledge
    • Unit formative assessments
    • Unit evidence of learning assessments
    • Performance assessments

Course Summative

    • Summative assessment for mastery of knowledge of skills/strategies usage (may be throughout a unit)
    • Performance Assessment Task
    • Include summaries and self reflection to assess knowledge and skills
    • Compare and contrast attitudes from the diagnostic assessment
    • Evaluate – used for grading “Photo Album”

19 of 20

Step 5:

Revise Based on Experience

Step 3:

Create Evidence of Learning Assessments

Step 4:

Create Evidence for Learning Assessments

Step 2:

Create Performance Assessment

Step 1:

Identify Essential Learnings

At a minimum identify the behavioral outcome, what students should know and be able to do to address the identified behavioral outcomes

Designing Student Assessments

Formative Diagnostic

Formative Evidence of Progress

Performance Assessment

Evidence of Learning Assessment

Determine Assessment Criteria

Revise Based on Experience

20 of 20

For more Information Contact�Jamie Hurley�Hurley_j@cde.state.co.us